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Profiles of Dual Language Education in the 21st Century

Profiles of Dual Language Education in the 21st Century

Prof. M. Beatriz Arias | Molly Fee

(2018)

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Book Details

Abstract

In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings. Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school and a dual language district. This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers.


M. Beatriz Arias is a Senior Research Scientist at the Center for Applied Linguistics, Washington, DC. Her scholarly interests center on educational language policy and programs for emergent bilinguals/English language learners. 

Molly Fee is a PhD student in the Department of Sociology at UCLA. Her research interests focus on refugee resettlement, international migration, political sociology, and language policy.


Until now, very little attention has been devoted to the processes within programs that deliver dual language instruction. Aligned with new scientific foundations indicating the positive merits related to dual language learning, this timely volume provides the bridge to the new realities of providing the most positive schooling experience at the most critical time for DLLs/ELLs.


This book is a solid ‘best practice share’ from some of our most committed colleagues in the field. An essential and relevant resource that provides insight into how we can meet the challenges of program implementation and sustainability. Whether launching or strengthening your program, it is a must-read for our dual language community.

Table of Contents

Section Title Page Action Price
DOI https://doi.org/10.21832/ARIAS1664 iv
Contents v
Contributors vii
Preface xiii
Foreword: The Re-emergence of Bilingual Education as Dual Language Education xix
Part 1 Dual Language Programs 1
1 Recent Research on the Three Goals of Dual Language Education 3
2 Legacy Programs: Key Elementary, Arlington, Virginia 20
3 Dual Language Bilingual Education in NYC: A Potential Unfulfilled? 38
4 Elgin, Illinois: An Entire District Goes Dual. The Journey of a District Committed to Culturally and Linguistically Responsive Instruction 56
Part 2 Implementing Dual Language: Programmatic Issues 71
5 Implications of Research for Dual Language at the Early Childhood Level 73
6 Opportunities and Dilemmas for TWI Programs at the Secondary Level 86
7 Teacher Preparation for Dual Language Classrooms 103
8 Making Space for Dual Language Education: The Role of Policy 115
Conclusion: Taking Stock: Lessons on Dual Language Education 133
Index 156